Overview

RTI is a process of determining appropriate support and interventions to supplement the core curriculum to meet the needs of all learners. This framework for instruction bases decisions on benchmark and progress monitoring data to improve achievement. Research on RTI has its roots in Deno's data-based program modification model (1985) and Bergan's behavioral consultation model (1977). The RTI approach is included in NCLB and IDEA and is part of Rhode Island Personal Literacy Plan guidance (2005) and Learning Disability Guidance (2005). Hauerwas (2006) in her work with the Rhode Island schools identified five components of a Response to Intervention approach:

1. A Problem-solving Philosophy

The practice of making important educational decisions about students using a problem-solving philosophy involves a strategic decision making process based on data about student achievement and rate of learning. View online or download "a problem-solving philosophy" powerpoint presentation to learn more.

A new direction in providing supports and services is a comprehensive consultation model whereby individuals collaborate in various ways as part of a problem solving process. This model ensures that student needs are identified early, appropriate instruction/interventions are implemented and student progress is monitored for program efficacy and decision making. One mechanism for this process is the Personal Literacy Plan. Learn More

Progress monitoring assessments are quick probes that provide teachers with on-going information about students' response to intervention. The goal of these assessments is to provide teachers with data to answer two questions:

is she/he making progress towards a grade-level expectation or long-term goal?